southern regional education board hstw leadership in hstw/mmgw schools steven k. broome, ph.d....
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Southern
Regional
Education
Board
HSTW
Leadership inLeadership inHSTW/MMGW SchoolsHSTW/MMGW Schools
Central/SE Ohio Region of High Schools That Work
Steven K. Broome, Ph.D.Steven K. Broome, Ph.D.Director State Development, SREB
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Law of the SerengetiLaw of the Serengeti
“Every morning in Africa, a Gazelle wakes up. It knows it must run faster than the fastest lion or it will be killed. Every morning a Lion wakes up. It knows it must outrun the slowest Gazelle or it will starve to death. It doesn't matter whether you are a Lion or a Gazelle... when the sun comes up, you'd better be running.”
Southern
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HSTW
Founded in 1948 to improve economic development in the south through a focus on education
Nonprofit, nonpartisan organization Works with leaders and policy-makers in 16
member statesProvide data to legislatures and state boards of
education for decision makingFocus on improving education pre-K through best
practiceNetwork states
Southern Regional Southern Regional Education BoardEducation Board
Southern
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HSTW
HSTW is the largest and oldest of SREB’s school improvement initiatives.
1987 – 27 high school sites
Now – 1400+ HSTW sites in 32 states
MMGW was founded to focus on middle grades issues.
1998 – 25 MMGW middle grades sites
Now – 450+ MMGW sites in 16 states
TCTW was founded to focus on shared-time career technical centers.
2006 – 8 centers in Oklahoma
Now – 100+ TCTW sites
High Schools That Work High Schools That Work and and Making Middle Grades Work Making Middle Grades Work
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HSTWSREB SupportSREB Support• Supporting Leaders
– Leadership that supports improvement in teaching and learning
– Supporting teachers working together– Leadership for continuous improvement– Leadership for redesign of schools for personalized learning
• Supporting Teachers – Literacy in all classrooms (LDC Tools)– Balanced approach to teaching math (MDC Tools)– Quality CT
• Enhanced CTE (Integrated, PBL Unit Development Tools)• Advanced Career (Pathway Curriculum Tools)
• Supporting Students (Wrap Around Services)– Counseling for Careers– Extra help to meet raised expectations– Senior Transition Courses
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HSTWObjectivesObjectives
Support your discuss the roles of teacher-leaders and principals in HSTW and MMGW Schools
1. School Improvement Pitfalls
2. Being smart about how to improve student engagement and rigor: an assignment focus
3. Cycle of Continuous Improvement
4. Coherence
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HSTWLessons Learned from Lessons Learned from Schools Schools
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HSTWSchool Improvement School Improvement PitfallsPitfalls
1. Failing to identify your school’s core capacity and most intensive capital item
2. Targeting “teacher” improvement
3. Individual, disconnected events instead of a coherent process
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HSTW
The main thing is to keep the The main thing is to keep the main thing the main thing.main thing the main thing.
Zig ZiglarZig Ziglar
Pitfall 1:Pitfall 1:Failing to identify your school’s core
capacity and most intensive capital item.
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HSTWCore Capacity:Core Capacity:
Teaching and LearningTeaching and Learning
• How are principals selected?• What are the roles for assistant
principals?• What are the roles for teacher
leaders?
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HSTWMost Intensive Capital Most Intensive Capital Item: Human CapitalItem: Human Capital
• Schools are human capital intense organizations
• Human capital development• How do we select and retain human
capital?• What is the role of the principal and
teacher leaders?
Customer Facing Staff
Supervisors
VP
EVP
CEO
Su
pp
ort
VP VP VP VP VP VP VP VP VP VP
EVP EVP EVP EVP
Customers
Supervisors Supervisors Supervisors
Upside Down Thinking
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• What does this word mean?What does this word mean?
• A searching question for you:A searching question for you:
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HSTWInstructional Leadership:The Principal and Teacher
Leaders
Effective observations of teaching and learning
• From teacher-centered to student-, learning-centered
• LDC, MDC, PBL, assignment focus
Teacher teaming Individual and group feedback Professional development that supports
teacher effectiveness.
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Supervision of Instruction and Supervision of Instruction and PlanningPlanning
Observations and supporting teaching and learning must be part of your normal routine.
Supervision cannot be something you get to when the opportunity presents itself.
Organizing Time for ObservationsOrganizing Time for Observations
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Time
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Admin A
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Admin C
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Admin C Admin C
Admin C
Admin C
Admin C
Campus ZonesCampus Zones
Activity Field
Main Parking
Main Building
Zone A
Science and Math Building
Zone B
Electives Building
Zone C
Southern
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HSTWSchool Improvement School Improvement PitfallsPitfalls
1. Failing to identify your school’s core capacity and most intensive capital item.
2. Targeting “teaching” improvement and conducting “teacher” observations
3. Individual, disconnected events instead of a coherent process
Southern
Regional
Education
Board
HSTW
Getting the Focus Away from Getting the Focus Away from Teacher as Performer:Teacher as Performer:
Three Broad Observation Three Broad Observation Inspection AreasInspection Areas
Artifacts
Student Behavior
Teacher Behavior
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HSTWEd Trust Study of Ed Trust Study of Assignments and Students Assignments and Students
of Povertyof Poverty
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HSTW
Essay on Anne FrankYour essay will consist of an opening paragraph which introduces the title, author and general background of the novel.
Your thesis will state specifically what Anne's overall personality is and what general psychological and intellectual changes she exhibits over the course of the book.
You might organize your essay by grouping psychological and intellectual changes OR you might choose 3 or 4 characteristics (like friendliness, patience, optimism, self doubt) and show how she changes in these areas.
Grade 7 Writing Grade 7 Writing AssignmentAssignment
•My best friend:My best friend:
•A chore I hate:A chore I hate:
•A car I want:A car I want:
•My heartthrob:My heartthrob:
Grade 7 Writing AssignmentGrade 7 Writing Assignment
Source: East Jessamine High School; Kentucky LDC
English Language ArtsEnglish Language ArtsCCSS Task vs. Traditional PromptCCSS Task vs. Traditional Prompt
LDC is Assignment FocusedLDC is Assignment Focused What Task? (what the students will do)
What Skills? (skills students will learn along the way to completing the task and how they will provide evidence of their learning along the way)
What Instruction? (what the teacher will do to ensure students learn – how the teacher will teach the skills)
What Results? (aligning student products to the rigor of the CCSS – scoring student work according to the expectations of the standards)
LDC Language and ToolsLDC Language and Tools
ModuleModule
Instructional LadderInstructional Ladder
Template TaskTemplate TaskTeaching Task
Teaching Task
Skills ListSkills List
DemandsDemands
Argumentative WritingArgumentative Writing
Close ReadingClose Reading
Text ComplexityText Complexity
LiteracyLiteracy
Mini-tasksMini-tasks
RubricRubricText ComplexityText Complexity
WHY? College and Career WHY? College and Career Readiness ToolsReadiness Tools
Support student-centered classrooms. Designed with assignment focus. Changes the way teachers teach and students learn These tools help students reach the deep learning
necessary to master college- and career-readiness standards.
These tools give teachers a way to build lessons that engage students to read, comprehend and write about challenging texts in all disciplines.
publications.sreb.org/2013/13V09_LDC_MDC_Change.pdf
LDC, MDC, PBL, Individualized LearningLDC, MDC, PBL, Individualized Learning
Effective Literacy Instruction Effective Literacy Instruction AlwaysAlways
Links Reading and WritingLinks Reading and Writing Quality instruction Quality instruction focuses on a cycle of
learning in which students progress through a sequence of steps that lead to a product or assignment.
A series of disconnected activities (i.e. random vocabulary, generic worksheets, read-alouds, etc.) will not ensure that students are prepared for increased
standards expectations.
How Does IndividualizedHow Does IndividualizedLearning Connect?Learning Connect?
You have the assignment that is worth doing…
Students are engaged in a productive struggle with the content of the field…
Now, differentiate or individualize learning so that all students can successfully complete the assignment.add rungs to the instructional ladder
Culture of Learning at Your Culture of Learning at Your SchoolSchool
How indignant are we when a student does not put effort into completing our assignments?
What do we put up with?How do we do things around here?
Purpose of a grade?
What is discipline and what is grade?
Consequences
• Real
• Artificial
Teacher Action: Teacher Action: CCreate a reate a Culture Where ‘Failure is Not Culture Where ‘Failure is Not
an Option.’an Option.’ Formative assessment
Measuring mastery
Reteaching
Extra help
Extra time
Differentiated instruction
Response to intervention
Are all just a new language to restate the most fundamental Are all just a new language to restate the most fundamental aspects of teaching.aspects of teaching.
Teacher Action: Teacher Action: CCreate a reate a Culture Where ‘Failure is Not Culture Where ‘Failure is Not
an Option.’an Option.’ “You are going to do this over and over until
you get it right!”
“I believe in you as a student.”
“I believe in me as a teacher.”
“I will not baby sit you or administer assessments over and over and tell someone you are not ready; I will TEACHTEACH you, and you WILLWILL learn in my classroom.”
Efficient Approach to Rigor Efficient Approach to Rigor and Engagementand Engagement
1. The best place to intersect literacy, PBL, LDC, rigor, student engagement and individualized learning is assignments.
2. Invest enough hard work in creating assignments that you know that students who are able to complete them are on the path to college and career readiness.
3. Insist that they do them.
4. Develop your instructional toolkit so you have the confidence (self-efficacy) of knowing you can help all your students to be successful in completing those quality assignments.
Southern
Regional
Education
Board
HSTWSchool Improvement School Improvement PitfallsPitfalls
1. Failing to identify your school’s core capacity and most intensive capital item.
2. Targeting “teaching” improvement and conducting “teacher” observations
3. Individual, disconnected events instead of a coherent process
Southern
Regional
Education
Board
HSTW
More Than a ChecklistMore Than a Checklist
Using observations to improve quality instruction and promote student success
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Regional
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HSTWProcessProcess
Southern
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HSTWTeacher TeamsTeacher Teams
Job Alike TeamsJob Unalike TeamsLeadership Team
Cycle of meetings that creates communication loop by composition of teams
Priorities, PD deliveryCoherenceCulture
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Southern
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HSTWCoherent School Coherent School Improvement PrioritiesImprovement Priorities
Only three to five school improvement priorities per year
Cake v. Icing: 3 focused on instructional improvementLiteracy (reading and writing joined; across
the curriculum)Math (inside the math classroom)Innovation or signature feature
(engagement; math outside the math classroom)
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Southern
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HSTW
Have a Great Year!
Thank YouFor more information contact:
www.sreb.org
Director of State Development for
High Schools and Middle GradesMississippi, Georgia, Florida,
Alabama, New Mexico, Ohio, Oklahoma, Missouri